欧洲跨国网络课程学习体验与反思——以瑞典斯德哥尔摩大学“基于ICT的协作交流”课程为对象  

Transnational Online Leaning in Europe: Experiences and Reflections——A Case Study of "ICT for Cooperative Communication" of Stockholm University

作　　者：梁林梅[1] 

机构地区：[1]南京大学教育研究院网络化学习与管理研究所

出　　处：《现代远程教育研究》2012年第4期53-58,共6页Modern Distance Education Research

基　　金：江苏高校哲学社会科学研究重点项目:"长三角教育联动背景下以网络课程为依托的高校精品课程共享对策研究"(2011ZDIXM031)

摘　　要：近年来欧洲一些国家提供跨校、跨国的学位课程越来越多,以网络课程为依托的课程共享已成为欧洲跨国高等教育的主要模式之一。笔者亲历了由瑞典斯德哥尔摩大学等校共同开设的"基于ICT的协作交流"课程的学习过程。该课程的学习目标是锻炼学习者在多元文化情况下的沟通能力和协作能力,课程主要采用通过网络的个人自学和小组团队学习相结合的方式。笔者总结完成全球性课程的原因主要是,政府对网络学习的重视,拥有发达的信息技术基础设施,拥有成熟的具有较高信息素养的远程学习者,学校对教学各环节的精心组织和设计。当然,全球性课程建设根本保障是欧洲高等教育一体化的发展,成功实施了欧洲学分转换系统,鼓励欧洲各国大学利用各自优势,共同建立世界一流的网络课程。More and more European universities began to provide inter-institution or transnational online courses in recent years. University course sharing based on online courses has been one of main higher education models in Europe now. As a Chinese online learner, the author experienced the whole learning process of ICT for Cooperative Communication launched by Stockholm University and shared in Sweden and Finland Universities. The goal of this online course is to train the learners communication and collaboration ability in a muhicultural background, and learner＇s self-independent learning and group learning are the main methods. The success factors of this transnational online course are： the Sweden government advocates and values lifelong and online learning; information Infrastructure is very good in Sweden and other EU countries; the distance learners have high information literacy; and the schools carefully design and elaborate online activities. Also, the fundamental guarantee of transnational course construction is the progress of European Higher Education Integration and its mature Credit Transfer System, which encourage every university in EU to make full use of its own advantages and to build world-class online courses together.

关 键 词：欧洲高等教育一体化 网络课程 精品课程 跨国共享 学习体验 

分 类 号：G434[文化科学—教育学]